[논문]충북 소외지역의 영재교육기관 운영에 있어 초등 교사들이 겪는 어려움 및 지원 요구에 관한 사례연구

최보미; 정정인

doi:10.15267/keses.2019.38.1.55

충북 소외지역의 영재교육기관 운영에 있어 초등 교사들이 겪는 어려움 및 지원 요구에 관한 사례연구
A Case Study of the Difficulties and Support Needs of Elementary Teachers in the Management of Gifted Institutions in the Rural Areas of Chungcheongbuk-do Province 원문보기

초등과학교육 = Journal of Korean elementary science education, v.38 no.1, 2019년, pp.55 - 72

Abstract ▼ AI-Helper

The purpose of this study is to find out what kind of difficulties teachers face in the management of the elementary gifted institutions in the rural area of Chungbuk province. In this study, rural area was defined that the area where gifted education is difficult to access due to geographical accessibility or where gifted education service is restricted. The participants of the this study were three elementary gifted teachers who manage elementary gifted education institutions and is teaching science to disadvantaged gifted students. We collected data about the difficulties and support needs for the management of the gifted institutions in the rural area through the questionnaire and the interview. The results of this study are as follows. First, the common difficulty that teachers expressed was the lack of parental attention and awareness of gifted education. Second, the teachers who participated in this study perceived different difficulties according to their area, experience, and environment. Teacher A is the lack of awareness of the managers, teacher B is the difficulty of student selection, teacher C is the most difficult factor in teacher quality management. This difference in perceptions also led to differences in the support improvements required by gifted class teachers in the rural area. Third, the three teachers commonly referred to difficulties to access due to geographical accessibility, and demanded the integrated management of the gifted class in the rural area and the support for the expansion of the class.

주제어

표/그림 (3)

표 Table 1. Basic information of research participants
표 Table 2. Order of difficulty for the teachers in the management of gifted institutions in the rural areas
표 Table 3. Order of support needs in the management of gifted institutions in the rural areas

질의응답

핵심어	질문	논문에서 추출한 답변
	학습 부진아로 저평가되는 경우는?	영재성 발현에 있어 매개 역할을 하는 사회․정서적 능력이나 자아개념은 환경의 영향을 더욱 받는다. 이러한 가운데 경제적 어려움을 겪고 있고, 지역적으로 고립된 곳에 거주하거나 장애를 가지고 있는 등의 이유로 교육적 혜택을 받지 못한 아동들의 경우 오히려 학습 부진아로 저평가되기도 한다. 소외계층 영재 즉 사회적 취약계층 영재란 사회․경제적 지위가 낮은 가정의 학생, 다문화가정의 학생, 지리적으로 영재교육 접근성이 제한된 도서 벽지 학생, 장애가 있는 학생, 북한 이탈주민, 특정 영역에서 수혜가 부진한 학생들로 잠재적으로 영재성이 있으나 영재교육의 기회가 상대적으로 제한되어 있는 계층을 의미한다(Lee et al.
	소외계층 과학 영재의 정의는 무엇인가?	Lee et al. (2011)에 의하면 소외계층 과학 영재는 ‘학교 성적이 우수한 편이 아니더라도 과학 분야에서 또래보다 뛰어난 성과를 보이지만, 경제적 어려움으로 인하여 학교 교육 이외에 다른 교육 서비스를 받은 경험이 없거나, 지리적으로 교육 기관에 통학이 어려운 먼 거리에 거주하고 있는 자’라고 정의한다. 본 연구에서는 지리적 접근성이라는 이유로 영재교육에 대한 접근이 어렵거나, 영재교육 서비스에서 제한을 받는 지역을 소외지역이라 정의하였다.
	소외된 지역의 영재학급 운영을 위해 영재담당 교사들의 전문성이 필수적인 이유는?	Swanson (2006)은 소외계층에 대한 이해가 없다면 교사는 소외 계층 학생을 발굴하는 통로가 아닌 영재교육에 입교하지 못하도록 막는 문지기가 될 수도 있다고 하였다. 즉, 교사가 소외계층 영재의 인지적, 사회․정서적 특성, 환경을 이해하지 못하면 높은 성취도 및 높은 사회․경제적 계층 가정의 학생과 비교하여 소외계층 영재의 잠재가능성을 발굴해 내지 못할 수 있다는 것이다. 그러므로 대도시의 저소득층 지역이나 소외된 지역의 영재학급 운영에 있어서 영재담당 교사들의 전문성은 필수적이라고 할 수 있다.

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